effects of using songs on adult efl learners’ vocabulary

Journal of Applied Linguistics and Language Research Volume 5, Issue 3, 2018, pp. 101-112 Available online at www.jallr.com ISSN: 2376-760X

* Correspondence: Azim Javadi-Safa, Email: j_teacher2006 yahoo.com

© 2018 Journal of Applied Linguistics and Language Research

Effects of Using Songs on Adult EFL Learners’ Vocabulary

Learning

Azim Javadi-Safa *

M.A. in TEFL, Payame Noor University, Iran

Abstract

This study investigates the effect of music on the acquisition of English vocabulary in two

groups of male adult Persian learners of English at intermediate level. Through simple random

sampling 60 participants have been selected and 30 of them have been assigned to

experimental group which are exposed to song for vocabulary learning and the other 30 ones

have been assigned to control group which receive prose version of the song as listening. As

a result of performing independent T-test, the null hypothesis was rejected. Consequently it

supports the claim that tapping into song promotes vocabulary learning of adults language

learners. However, further investigation is needed in order to determine whether there is

any difference between male and female and between different proficiency levels in this regard.

Keywords: vocabulary learning, song, second language, EFL learner

INTRODUCTION

This study investigates the effectiveness of using English songs to enhance English

vocabulary learning. In fact, its main focus is on adult male Persian language learners at

intermediate level. Songs play a significant role in motivating students to learn English.

They can maintain the development of learners’ ability in reading, writing, listening, and

speaking, as well as provide opportunities for learning pronunciation, rhythm, grammar

and vocabulary (Lo & Li, 1998). More specifically, the role of songs in learning vocabulary

has been extensively discussed (e.g. Orlova1997, Murphy 1992). Vocabularies are by and

large learned explicitly, but according to Schmitt (2000), they also need to be learned

incidentally without paying direct attention to them and while performing other tasks.

Besides, songs allow learners to repeat and to memorize chunks of language. This

contributes to vocabulary learning too; repetition is needed to help learners recall words

(Nation, 1990) and many of the lexical items learners need to know are multi-word items

rather than single words. Therefore, songs can be effective methods of aiding children

learn lexical patterns that will be stored in their minds and can be naturally remembered

during oral communication (Murphey, 1992). In other words, songs can contribute to the

development of automaticity - the ability to use language naturally and without conscious

effort (Al-Mamary, n.d.).

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Effects of Using Songs on Adult EFL Learners’ Vocabulary Learning 102

REVIEW OF LITERATURE

Importance of vocabulary and music in language learning

Vocabulary considered being at the heart of language learning and teaching. As the

essential components of the four language skills (listening, reading, writing and speaking)

vocabulary has to be mastered by learners (Ilham, 2009). It is one of the key elements in

learning a foreign language which if not adequately learned will cause difficulty to learn

English (Siskova, 2008). And as David Wilkins puts it: “Without grammar very little can

be conveyed, without vocabulary nothing can be conveyed” (2002:13).

Music is a topic of every day communication which can be very beneficial for teaching

vocabulary, especially when utilizing lyrics. It can assist teachers with providing an

amicable atmosphere in class and break the affective filter which impedes students

tapping into their maximum potential for learning. According to Siskova, “[reviewing] the

history of music proves that music and language have always been connected, which

implies that teaching the vocabulary of a foreign language through songs could be

effective” ( 2008: 11).

Reasons for using songs in vocabulary learning

General reasons

Music can be utilized in the adult ESL classroom to create a learning environment. “songs

are especially good for introducing vocabulary because songs provide a meaningful

context for the vocabulary ” (Griffee, 1992). The method of using songs to teach

vocabulary consists of aspects of two modern successful approaches called Lexical

Approach and Suggestopedia which provide a strong theoretical support for it (Siskova,

2008). Shtakser (2001) states that "even just playing music without words [as in

suggestopedia] creates a relaxed atmosphere that enhances learning” (qtd. From

Siskoava, 2008). Medina (2000) mentions that “In several studies, a rhythmic

presentation benefitted memorization when the items were both meaningful and

meaningless (i.e., nonsense syllables). Yet, the impact of rhythm was greatest when the

verbal information was more meaningful (Shepard and Ascher, 1971; Weener, 1971;

Glazner, 1976)". Medina’s research also proved that the combination of music and

illustration consistently led to the highest average amount of vocabulary gain (2000).

Murphey (1992) carried out an analysis of the lyrics of a large corpus of pop songs and

found that they have several features that help second language learners. They include

common, short words and many personal pronouns (94% of the songs had a first person,

I, referent and are written at roughly a fifth-grade level); the language is conversational

(imperatives and questions consisted of 25% of the sentences in the corpus); time and

place are generally imprecise (except for some folk ballads); the lyrics are frequently sung

at a slower rate than words are spoken with more pauses between utterances; and there

is repetition of vocabulary and structures. These factors let learners to understand and

relate to the songs (Murphey, 1992).

Siskova (2008), quoting from blodget (2000), points the effectiveness of using music to

teach language through its positive impact on learners’ intelligence:

Journal of Applied Linguistics and Language Research, 2018, 5(3) 103

Blodget stresses that, “all of the (Howard Gardner’s) seven multiple intelligences are

addressed when teaching language through music with the appropriate accompanying

exercises:

kinesthetic (dance, clapping, stomping, body movement, percussion)

musical (listening, singing, playing, distinguishing)

linguistic (interpreting lyrics while listening or through exercises)

logical/mathematical (music is math)

social (choral, dance, cooperative learning with the exercises)

visual (illustrations, dramatizations, video)

individual (the fallback for all of the written exercises, as well as with individual

projects and culminating activities)” (2008:23)

Songs are also excellent instances of colloquial English. Hence, they get students ready

for the authentic language they will be faced with. This can be considered as a linguistic

reason for using songs in the classroom (Schoepp, 2001).

Psycholinguistic Reasons

First language acquisition evidence

Investigation of first language acquisition may shed some light on the significant role of

using songs for second language learning. According to Siskova (2008), discourse

intonation which can be seen as the melody of language is the first thing learned in

acquiring first language. Through its mother's body, womb, and amniotic fluid, a fetus is

not cable of hearing consonants; it merely hears the musical vowel sounds (Stansell,

2005). Lake (2003) suggests that children learn to sing before they speak. An infant’s

language is a series of coos that communicate hunger, fatigue, alarm or pleasure.

Moreover, a child’s mother can recognize the child’s need based on pitch. Fonseca-Mora

(2000) quoted by Stansell (2005) adds that “later on, it is through interaction that a child

picks up not only the musicality of each language, but also the necessary communication

skills.” Furthermore, improving acquisition of their mother tongue, children are taught

nursery rhymes, poems, but also songs which might also be applicable to second language

vocabulary learning.

Memory & brain evidence

Since memory plays an important role in learning vocabulary and a foreign language in

general, its role as well as the brain function in this respect is discussed.

Recent studies confirmed that the short term memory capacity can be increased by a

process of chunking (Siskova, 2008). In one study, university students demonstrated

improved short-term spatial reasoning ability after listening to Mozart. This was named

the “Mozart effect” in the popular press (Rauscher et al., 1993). On the other hand, the

words used in lyrics linger in the active store as long as students listen to the particular

song and given that they listen to songs, especially their favorite songs, for long, this

activation period lasts for long too. So, the words used in songs are might be remembered

alongside the melody of the song, throughout a life time (Siskova, 2008).


Neurologists have found that musical and language processing occur in the same part of

the brain, and there appear to be parallels in how musical and linguistic syntax are

processed (Maess et al., 2001).

This is a recognized fact that the best memorizing of any object happens when: the

perception of the object for memorizing activates all possible areas of a human nervous

system. This object has a distinct structure.

Songs have the structure in compliance with the rules of the coding. People can perceive

a song through hearing and vision. The process of listening to a song brings the

functioning of both hemispheres of a human brain together, and sooner or later a person

begins to empathize with a song. This emotional process contributes to retaining in a

person's memory an indelible trace. Comparing the memorizing via songs with other

techniques of memorizing, you can conclude that a song uses more parts of human

nervous system than any other technique of memorizing. Memorization of a text via songs

is faster, easier and, as a result, a song makes a long-lasting memory. At present, the more

effective way of memorizing is not known. The understanding of the fact, that a song is a

means for verbal coding of human speech, can assist us with achieving life-long

memorizing of foreign words and expressions (Alipatov, n.d.).

Comprehension theory evidence

There is also some evidence to do with comprehension theory in favor of the effectiveness

of using songs for vocabulary learning.

In lyrics, words typically appear in context, the sound of new words is easily remembered

along with the melody of the song through lifetime. In addition, due to repetitive and

regular nature of songs, they present opportunities for developing automaticity which is

the main cognitive reason for using songs in classroom (Schoepp, 2001). Furthermore,

the fact that song lyrics cover vast themes and topics indicates that the vocabulary that

students are exposed to is immense and by listening to the song, students are exposed to

the new words many times (Siskova, 2008).

Palmer & Kelly (1992) believe that music can be a facilitation for language learning

because “when songs and words match in stress and accent, the learner can experience

gains in comprehension of word stress, attention span, anticipation of new text, and

memory”(qtd. From Siskova, 2008)

Blodget (2000) holds that there is no better way for storing information in long-term

memory than through music. Because of the unique imposing nature of melodic music,

students will retain grammatical structures and vocabulary for the rest of their lives. Lake

(2003) argues that "the main factor to storing material in a person’s long-term memory

is rehearsal. Adding rhythm and melody to chunks of language brings rehearsal and

transfers words into the long-term memory”. He also states that “there must be images

for the mental representation of a word in order to retain and use it”. Therefore, since the

lyrics of the songs are going to be analyzed, students should always connect the words

used in the song with the melody, and consequently associating it with a mental image

(Siskova, 2008).


Regarding the Krashen’s Affective Filter Hypothesis, a weak affective filter, which is

necessary for optimal learning, denotes that a positive attitude towards learning is

present. Since songs supply enjoyment and non-threatening classroom atmosphere, they

are one method for achieving a weak affective filter and promoting language learning

(Schoepp, 2001). Medina states that in a relaxed atmosphere provided by “freeing

influence of music” (Stansell, 2005), students “are more attentive than usual, and

therefore, more receptive to learning….” (Medina, 2000)

Moreover, in line with Krashen’s Input Hypothesis, new and unfamiliar vocabularies

acquired when it is of importance to the learner; and providing extralinguistic support,

enhance understanding through comprehensible input. As a result, songs because of

including familiar vocabulary and syntax provide meaning to less familiar vocabulary

(Medina, 2000).

The last point worth mentioning is to do with Top- down and Bottom-up processing. Both

these two processes which are involved in listening and essential in listening

comprehension can be drawn on when songs are used in the classroom. The activity

chosen for a specific song will determine which of these processes is active (Alipatov,

n.d.).

EFL song activities

There are many activities which can be tapped into while using song to teach a foreign

language. They have not to be utilized in chorus, but can be selected by teachers to best

satisfy the needs of students and the purpose of the course. Considering the sociocultural

features of the students as well as their communities are imperative in song activity

selection. In any event, the joy and delight of the song must not be spoiled by overloading

arduous tasks.

Since this study focuses on vocabulary learning, introducing some of the most helpful

related techniques seems fitting. Accordingly, Blodget (2000) introduced some beneficial

song activities. He mentioned that students can:

“create booklets illustrating the lyrics

karaoke, sing-along, or lip-sync video performances

dramatic interpretations/mime/acting out performances

dance and choreography _ moving hands, head, feet, and body to the music in

creative ways

re-write the song either altogether in an original and creative lyric (for those who

can), or by substituting all the nouns, or adjective, or other parts of speech so as

to make a new song lyric, and much more.” (qtd. From Siskova, 2008)

In addition, Siskova states that “For teaching vocabulary, the most appropriate activities

are probably writing dialogues using the words of a song, dictating a song, using a song

for gap-fill, cloze, or for correction, integrating songs into project work, practicing

pronunciation, intonation, and stress.”(2008: 22)


THE STUDY

This study aims at answering the following question:

How is the effectiveness of using English songs in vocabulary learning for intermediate

male adult language learners in Iran?

This question is formulated as two research hypothesis:

1. Hypothesis 0: Using English songs is not effective to improve vocabulary learning for

Iranian intermediate male adult language learners.

2. Hypothesis1: Using English songs is effective to improve vocabulary learning for

Iranian intermediate male adult language learners.

METHODOLOGY

Participants

Sixty male adult EFL learners have participated in this study (n=60). All participants are

at intermediate levels and have been chosen through simple random sampling out of all

intermediate adult student of a language institute where Top Notch is not the students’

course books and they have randomly been assigned to either experimental or control

group. Thirty students have been assigned to two classes as experimental group and

thirty other students to two other classes as control group. The participants in the control

group have been selected from an institute where Top Notch is not the students’ course

book in order to avoid the effect of maturation resulting from having access to the songs.

On the other hand the participants in the experimental group have also been selected

from the same institute in order to have a fair comparison between the experimental and

the control group, considering the fact that Top Notch Pop Songs would be more effective

if they were accompanied by Top Notch Course Books since they are matched well with

the course book lessons and this would reinforce learning. All participants are Persian

with their ages range from 17 to 38 and the average of 24. They have been attended in

this program for one term as a part of their regular courses.

Instruments

“Pop songs are written to be easily understood and enjoyed… they tend to use high

Frequency lyrics that have emotional content. It makes them strong candidates for word

study ….” (Lems, 2001)

Top Notch Pop Songs from Top Notch 3 (Intermediate) Course books (Saslow and Asher,

2006) have been selected for this experiment. There are five songs available for this level.

Top Notch Pop Songs are selected due to five reasons:

1. The song lyrics are clear and loud, not submerged in the instrumental music.

2. The contents are not explicit. So they are appropriate for class practice, especially in

Iran regarding cultural and religious beliefs.

3. The lyrics correspond well with the students’ proficiency level since they are

particularly prepared by Pearson Longman’s experts for each level.


4. They benefit corresponding exercises which are included in Top Notch Teachers’

Resource Disk.

5. They are accompanied by the karaoke versions which allow for further contribution of

the students.

Therefore, the materials for this research are as follows:

1. Top Notch Pop songs plus Karaoke versions, included in Top Notch TV Video Program

DVD.

2. Written texts prepared by the author of this paper, compatible with the lyrics in respect

of having the same topic and key vocabularies and at the same level of difficulty.

Then a native English speaker reading the text, have been recorded. These audio

recordings are available for the students of control group called Control Group’s Listening

(CGL).

3. Corresponding Song’s activities, included in Top Notch Teacher’s Disk

The same activities are used as corresponding CGL’s activities. These activities provide

listening comprehension practice, classification of vocabulary and cloze activities

4. Vocabulary tests which are included in Top Notch Exam View® Software, but has been

selected and compiled by the teacher for this study

5. DVD player

6. TV

Since the utilization of this method is integrated into regular class activities, it goes

without saying that regular course books and materials along using songs must be

applied too.

Procedure

Besides teaching the course book, the following procedures should be applied to the

experimental and control groups:

First, the song is played for the experimental group while the students only listen to it

without engaging in any formal task. This is done in order for the students to just enjoy

the song that weaken the affective filter as well as giving them the overall impression of

the song. Next, the students are provided with the exercises and given 3 to 5 minutes to

go through them. There are different kinds of activities available for each song. There are

yes/no or information questions; true/false questions; fill in the blank questions, cloze of

the lyric; vocabulary classification tasks; and description tasks in which students are

asked to write description about a person, event, place, etc. in the song. Concise

explanation for each task is also provided. Then, the song is played for the second time –

with twenty-second pauses at every four lines and the students are asked to do parts of

the first exercise which corresponds with the played stanza. Having accomplished this

activity, the students will listen to the song for the third time to check their answers. Then

the students are asked to give their answers one by one and if necessary the answers can

be discussed by class. Needless to say that at this stage the teacher confirms or rejects the


answers as well as providing appropriate explanations. Having checked the first exercise,

the student can have to reply other activities. The song can also be played one more time

for each activity if it proves necessary. Finally, the song will be played for the last time

while the teacher provides the due explanations and clarifies the ambiguities if there is

any. The students are also asked to memorize the song to sing it along the karaoke

individually in front of class for the four sessions later (next song session).

The control group will be treated in the same way utilizing the prose text listening (CGL).

However, there is a difference in the procedure in that the students do not have to

memorize the CGL. Needless to say that for further practice at home the students will be

provided with the listening DVDs. Eventually, a vocabulary test (see instrument section)

will be administered at the end of the term (at the final exam session) just before the final

exam.

Time schedule

This experiment was conducted in 5 sessions out of total 20 sessions (including the exam

session) of a typical term and will be lasted for about 35 minutes in each of those five

sessions. To be well distributed among whole term’s sessions they are conducted in the

2nd, 6th, 10th, 14th, and 18th sessions.

DATA ANALYSIS

Data organization

The interval data which is collected for this experiment is student’s scores obtained

through the vocabulary test (as introduced in the instrument section) that is

administered at the end of the term .Then the mean score for each of the experimental

and control groups will be calculated.

Statistical procedures

Since the means of the two groups are to be compared and all the assumptions underlying

T-Test has been met, this test will run for the data analysis. If tobs turns out greater than

tcrit (at α < 0.05), null hypothesis will be rejected and it can be concluded that the method

of teaching vocabulary through songs are significantly more effective than through

listening to prose form of texts. In other words it can be claimed that with %95

probability students improvement in learning vocabulary are due to factors (i.e. songs)

other than chance.

RESULTS

In order to investigate the effectiveness of different treatment i.e. song listening or prose

listening (CGL) the students have taken the vocabulary test (see instrument section) and

tapping into their scores, the results have been analyze through conducting an

independent t-test.


Table 1. Group Statistics

Treatment N Mean STd.

Deviation Std. Error

Mean

Vocab Score Song Listening 30 92.03 7.841 1.432 Prose Listening 30 85.83 6.379 1.165

As shown in Table 1 the average vocabulary test score of the group which has been

exposed to song listening is 92.03 while it is 85.83 in the group with prose listening (CGL)

exposure.

Table 2. Independent Sample Test

Levene's Test for Equality

of Variances

t-test for Equality of Means

95% Confidence

Interval of the Difference

F Sig. t df Sig. (2-

tailed)

Mean Difference

Std. Error Difference

Lower Upper

Vocab Score

Equal variances assumed

.984 .325 3.360 58 .001 6.200 1.846 2.506 9.894

Equal variances assumed

3.360 56.695 .001 6.200 1.846 2.503 9.897

As shown in Table 2, both “Upper” and “Lower” have positive values which indicates a

meaningful difference between the “Means”. Furthermore the t-test’s “Sig.” is less than

.05 which indicates a significant difference between two groups. T value (tobs) is also

proved to be greater than 2.33(tcrit) that it rejects the null hypothesis. On the other hand

the “Sig.” in Leven’s test which is greater than .05 shows that there is no significant

difference between the variance of the scores in the two groups which means the groups

have been selected appropriately due to their homogeneity.

DISCUSSION AND CONCLUSION

This study shows that there is a significant difference between tapping into song listening

and prose listening which indicates the effectiveness of using songs on adults vocabulary

learning.

While most literature on language learning through songs focuses on children, this study

aims at investigating the impact of this method on Adult EFL learners, especially for

vocabulary learning. On the other hand, some of the research (e.g. Al-Mamary, n.d.)

provides experimental group with songs and control group with the written form of the

same song as reading exercise. There are two drawbacks with such research. First it

compares vocabulary learning through two different language skills which doesn’t seem


fair, considering the purpose of the study. Next, it only can claim about the effect of music

not songs, because the control group can still benefit some of effective features of song

such as rhyme.

There is also some research (e.g. Siskova, 2008) in which both control and experimental

groups benefit the course book with the privilege of song practice for experimental group.

This may not be a fair comparison either, since the control group lacks any corresponding

practice and the learners’ improvement in experimental group may only be due to

reinforcing effect of songs resulting from more repetition chance.

However the idea of providing the control group with the prose texts listening,

corresponding with the songs –called CGL in this study- (see instrument section) has

overcome all above-mentioned pitfalls.

This study provides a frame work for investigation of the effectiveness of songs in

teaching vocabulary. It also determines whether this method work for adult learners or

not. Since in most adults’ EFL course books songs serve as optional exercises, if there is

any, this study may shed some light on teachers’ knowledge of whether it is worthwhile

to integrate songs as obligatory exercises in vocabulary teaching or just as optional ones.

It is worth mentioning that there are some limitations to this study. According to most

recent research (e.g. Siskova 2008) language learning through songs is more effective if

students practice their favorite songs. However due to some religious and political

considerations in Iran which impedes teachers from tapping into almost all kinds of

foreign songs, the teachers have no choice but to use bookish songs such as Top Notch

Pop Songs which have been granted for class use by Iran Ministry of Culture and Islamic

Guidance. In addition, due to the same reasons, women are prohibited from singing in

this country therefore this investigation has only focused on male students. This study

also lacks taking students’ personality characteristics or social status into consideration

which are determining factors in their reaction to songs. For instance, a student of

introvert personality or with special job position may feel too shy to sing in front of

others. However, according to my experience this problem will gradually fade away as

the class goes on-usually after one term. Finally, despite the fact that the reinforcing effect

of songs for vocabulary learning is boosted when course book and songs are well

matched, having fair comparison between the control and experimental groups (see

subjects section), a course book other than Top Notch has been selected for this study.

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